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Capstone

I enjoyed going to the capstone on Tuesday.  It took some of the mystery out of the program.  Of course, it got me to thinking in the future.  Though I am sure I will change my mind several thousand times, what problems would I like to take on?  Several ideas came to mind.  First, since I am teaching Seniors, I thought of the problem of attendance. I get so tired of assigning make-up work, which is often irrelevant by the time the students complete it.  I thought, what if we had a number of lessons available for the students online.  Either they could complete common lessons by grade level, or we could devise a way to make webcasts of class available.  To me, a set of ten or so lessons incorporating key standards would be best.  If a student was absent, and didn't miss something integral to the curriculum, they could make up a lesson.  Allow me to clarify; often, I hold debates, discussions, or Socratic Circles in class which the students receive points for.  It is difficult for a student to make such work up, and yet I hate to give chronic absentees a pass.  Wouldn't it be wonderful to say, make up lesson #7 on the website?  I also like the idea of a share site for the teachers.  My last idea was for a blackboard type program for our classes.  Can you tell absenteeism is on my mind a lot?  Ahhh, spring seniors.

Tagul, better than wordle, doesn't need to download

Lingro

Lingro is a neat site.  You can type in a web address, and click go, and every word can be clicked for dictionary definition.  It would be great if you were assigning a particular reading online, the students could go to lingro first, then get help if need be while reading.  Lingro  

Lingro could be used in any field, but would be particularly good in English and Foreign Languages.

The third class

I am really excited, because I feel like  things are starting to click.  I have tons and tons to learn, but I am finding new tech tools every day.  I am using my Twitter account to follow educational technology teachers.  They put out so much information, I can't process half of it.  I have found a wealth of information in this way.  Here are some of the ariticles I have gotten from twitter.  I recommend setting up an account if you don't already have one, and following some fellow educators!

Wordle, Tagxedo

Ok, I found a great article on using wordle or tagxedo effectively in a classroom.  Which site is better?  Tagxedo has more bells and whistles, but it requires some installation.  In our school, only an administrator can download onto the computers.  Therefore, I either need some help, or I can use wordle.  Either one is a site for creating word clouds.  Basically, you import text, choose a shape, and presto!  You have a visual representation of your text, with the most frequent text appearing as both the largest and the darkest words. How can we use these sites to their fullest advantage?  Blogger Ben Rimes highlights three ways to go beyond a simple representation in his article.

1.  Math:  Use the word cloud to input data about frequency and probability.  Instead of the same old boring bar chart, have students put the data right into wordle or tagxedo, and see visually what word occurs most frequently.

2. English:  Have students copy and paste writing into wordle.  By using this, they can see what words they are using too often.  After seeing the frequency of words in their essay, they can substitute more colorful words in their stead.

3.  History:  Rimes used wordle to create a visual representation of United States elections.  He pasted inaugural speeches from various presidents to see what issues were affecting society at the time.

These are just a few ideas Rimes created to get beyond the "fluff" uses for web 2.0 tools.  If anyone has any more ideas, feel free to post them here!

Glogster

Glogster.com

Ok, glogster rocks.  I have tried it before, but didn't really spend much time with it.  I could totally see myself using this in class.  I think it would be awesome for an introductory class, instead of the normal "My name is..."  create a glog!  I have created an introduction of myself, though it only includes some of my interests because I wanted a themed look. Check the glog above to see my sample.  Teachers can add up to 50 students on the free plan. The educational benefits, besides the obvious technology skills, are improving a student's ability to consider all aspects of a topic, and integrate sound, movement, textures, video, and text to create a complete project. It addresses the NJ core curriculum standard: TEC.9-12.8.1.12A.5-Produce a multimedia project using text, graphics, moving images, and sound.  It could address any number of standards depending on the assignment.  My school is using the rigor/relevance framework, and we are always searching for ways to get students to that fourth quadrant, where the task is high in both.  Using the internet to search information, then creating a glog showing how the information looks and sounds would get the students to the desired level.  The site is free, easy to use, and fun.  What more could you ask for?
Glogster Jing

todaysmeet.com

I have to tell you, I love back channeling.  I have used this in a variety of ways, and without fail, it is a crowd pleaser.  You have to be somewhat forgiving if you use this, because the kids can't help but post some silly comments.  I just remind them that everything can be printed and will be sent to the discipline office.  The first few times I used it within my classroom, and it was fun.  Once we listened to an audiocast of a book, and the kids were encouraged to post questions or comments.  Another time, we watched a movie and stopped at certain points to discuss what was happening.  The kids loved it, but to me, it seemed easier to just talk.  I used it more effectively this year.  Once, we back channelled with a class from another state, and once, we back channelled with another class within the school.  This, in my opinion, was a much more entertaining way to use this website.  Using today's meet to back channel addresses a number of the language arts standards in speaking: 3.3.a.1:Support a position integrating multiple perspectives. 3.3.A.2: Support, modify, or refute a position in small or large group discussion.  3.3.A.3: Assume leadership roles in student-directed discussions, projects, and forums.  3.3.A.4: Summarize and evaluate tentative conclusions and take the initiative in moving discussions to the next stage. It has the added benefit of having both rigor and relevance if used correctly, and can take students into quadrant D. Basically, you just go to Today's Meet, and create a room.  It will be valid for a week.  You give the students the URL, and they can go directly to the room, create a name, and start chatting.  It's that easy.  Here is a jing to help you:  Today's Meet.

Edmodo

Ok, on to edmodo.com!  I have been using edmodo this semester.  I have found it to be somewhat useful and entertaining.  It is almost exactly the same as facebook (to which I am addicted), but it does not have a  like button!  So far, I have only used it to post questions, sort of an online discussion.  I post the question, and the students must answer them.  They not only answer the question, but they must also respond to what others have written.  It worked really well with my seniors, see jing: edmodo, but not as well with my Sophomores.  Nothing really works with my Sophomores.  If anyone can think of anything that works with Sophomores, please let me know.

Epals

My name is Danielle.  I am an epals addict.  The first step to recovery is admitting your addiction, right?  I admit it, I am addicted.  I started using epals last year.  By far, it is the most fun I have had in a classroom.  I am currently working with students and teachers from Uruguay, Denmark, Ghana, Romania, Ukraine, France, Britain, Spain, China, and Thailand.  We do a variety of projects, depending on grade level.  With my Juniors, we did the epals project, The Way We Are.  It is an exploration of culture and lifestyles between countries.  The students end with an imovie exploring the similarities and differences between the cultures.  My Seniors are exploring personal philosophies and belief systems this semester.  We have been learning existential philosophies, as well as Buddhism and Ancient Greek ideologies.  Their goal has been to learn how culture has shaped their epal's identity.   My Sophomores are learning about education in their epal's countries, including the different courses and curriculums.  Last semester, we also worked with a class from a rural town in Wisconsin.  We read common short stories, and then we used edmodo.com and todaysmeet.com to discuss our readings.  I currently have a website for my Seniors as well as my Senior epals,  Click Here to see this link.  I also have some of our letters from our epals highlighted on my school website, Click Here to see this website.  Overall, I would say epals has been overwhelmingly popular for my students.  The are eager to correspond, and they check their accounts frequently outside of class time.  It is a safe venue because the teacher needs to approve both incoming and outgoing emails.  There is a considerable amount of work initially, mostly in setting up student accounts and finding cooperating classrooms. I think you will find that, like me, epals is as addicting as potato chips.  When I see all of the possibilities for working with global partners, I can't seem to stop.

First Class

As I said in class earlier, I am a bit overwhelmed.  I wouldn't say that everything made complete sense to me, and I found myself floundering a bit.  I know, however, that I will be ok, because I was in a similar situation earlier this year.  I lost my position last year at Rancocas Valley.  I taught there in the late 90's, and then stayed home with my children for eight years.  When I returned to RV two years ago, I was just in time for the budget cuts.  After losing my position in May, I was fortunate enough to attain a job at BCIT Westech.  It was completely different from anything I had ever done!  Everything was Apple, and besides my iphone, I had never touched a Mac.  They do not want to see us lecturing, everything should be hands on, and the more technology, the better.  It is a dynamic, supportive, amazing staff, and I am thankful every day that I lost my previous job.  Everything that did not make sense to me at all in September is old hat now, and I find my colleagues knocking on my door continually for help with the technology.  So even though I am overwhelmed, I am excited.  I am really excited to learn more about technology, which is my passion.  I am hoping to make a move into the technology field.  Perhaps something will open up within our school.